Notes December 2010

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Notes taken from Networking Session, CESBA Conference, December 2010


1. Jim MacRory - Review the purpose of the Adult Credit/mature PLAR committee.

2. Participants were asked to work in groups at their table to discuss a variety of topics, listing on bristol board, the issues and concerns related to this topic.

The following notes on issues and concerns are taken from the group/table discussions that took place during the networking session. If this Wiki contains information that will address the concern, you will notice that a link has been made to the appropriate page on the Wiki or document that is saved on this Wiki. After checking out the link or document you can always ask additional questions through the Discussion tab.

E-Learning Issues/Concerns

  • Low success rate in credit completion.
  • Poor funding which is different from under 21 students; and 21 and over students.
  • Funding requires huge class sizes.
  • Availability of computers both in homes and in adult facilities.
RCTech OUTREACH enables low income learners to access affordable quality refurbished computers and computer setup training. These tools work together to strengthen and build the capacity of individuals within the community, which in turn, fosters its economic growth and sustainability. The cost of the desk top computer with two year warranty is $60.00 plus HST. Ontario Works in Simcoe County pays the $67.80 for their clients to obtain a computer through RCTech Outreach. Go to their website: www.rcto.ca
  • Computer literacy is low among adult students. More than just texting with a modular delivery system simlar to ILC courses. (a hybrid model)

Recommendations from the group:
  • Continuous intake with self-paced progress.
  • Revised funding model for eLearners.
  • Training for staff.
  • Funding for Con Ed computers.
  • 1/2 credit computer course for adult learners.
  • Access to a tutor.
  • A Con Ed consortium where each board offers one continuous intake course and provides a teacher who treats the marking of these courses as ILC.

Questions:
How do we promote benefits of eLearning?

11/12 PLAR Equivalency Issues/Concerns:

  • We need consistency when awarding 11/12 eqv credits to home schooled students; private school students; and out of province/out of country students.
  • We need minimum standardized guidelines. (guidelines to allow for exceptions and flexibility.)
  • What do we do for students who do not have proof of life and work experience? Ideas were presented at the colloquim in the spring and will be posted to this wiki...They will be listed under "evidence sheets" under the 11/12 Equivalency page.
  • We need a list of documents that could be accepted as proof.
  • We need a new form that allows for documentattion of the 10 EQV credits on one page; not two credits per page as we currently have. (This is currently being worked on with the Ministry of Education)
  • What documentation must be saved in OSRfor how long?
  • CESBA Colloquium in April 2011 may have a workshop offered to address some of the above concerns.


9/10 PLAR Equivalency Issues/Concerns:

  • Smaller boards are not in a position to offer upgrading opportunities.
  • Difficult for schools who use an independant learning model to offer upgrading opportuniteis for mature PLAR.
  • Challenging for many students to obtain the required preparation for PLAR testing.
  • Many new staff to the mature PLAR scene who need training and information. (Information on this Wiki may be helpful. Feel free to ask questions and hopefully people will assist the newbies.)
  • Many different ways for boards to prepare students for PLAR testing: we need a way to share these processes with other boards. (Processess can be shared through this Wiki.)
  • PPM127 has an expanded definition of mature student which needs to be clarified in PPM132.
  • Need for consistent CTR practice.
  • 18 year old students who have technically not been out for one year do not qualify for mature PLAR but they have very few credits and clearly have not been in attendance. What can be done with these students?
  • Clarify eligibility of students pre 1999.
  • Clarify LBS levels ie Level 5 is equivalent to what grade level?
  • Will the new grade 9/10 assessments be mandatory? Must every board use these?
  • Some boards require more information regarding best practices for PLAR courses or PLAR preparation. (Best Practices from various boards can be shared through the Wiki.)
  • More funding is needed for guidance so that the mature PLAR can be properly implemented.
  • PLAR funding is inadequate.
  • Moving to online assessments? Problem with access to computers and readiness of students to do testing on a computer due to lack of computer skills.
  • What modifications can be made for special education students?
  • The tests should be culturally relevant to all students. How can this be done?
  • Paperwork is exhausting. Are changes coming to reflect less paper intensive process? ie 9/10 credit distribution.

OSSLT & OLC30/40 Issues/Concerns:

  • How do we prepare adults for OSSLT?
  • Offering the test only once a year is an issue. The timing of the test is also an issue as it is too late in the year. (Perhaps the adjudication process would be helpful.)
  • Can an adult register to write the OSSLT at a high school?
  • OSSLT is culturally biased. Concerns for ESL students.

Coop Issues/Concerns:

  • Paid coop is now available to our students This is great! Some worry about the credibility of the coop credit as it requires "new learning" to take place.
  • Can you attach coop credits to an equivalency credit (grade 11/12 equivalency credit)? Yes. Refer to from the ministry, printed 2009. "In order to participate, students must: have completed or be enrolled in the appropriate related course(s) from the Ontario curriculum, as required for a co-op program. (Grade 11 and 12 credits obtained through the PLAR equivalency or challenge process may be used to fulfil the related-course requirement for a cooperative education credit.)"
    Cooperative Ed in a Con Ed Day School Fact Sheet.pdf
  • CIC opportunities.
  • GLN - tie 2-4 credits; preemployment; tied to skills.
  • NS coop for workplace students; they are identified by schools and pre-placement is completed by the day school.
  • Finding sheltered placement is tricky.
  • Workplaces are not necessarily up to standard so student cannot do a coop there.
  • SHSM - funding, time, placements,
  • Need flexibility with coop -- can student accumulate hours outside the regular day school schedule. If a student can count hours outside the regular day school hours, who is responsible for supervision for that student?
  • Collective agreements and class caps - # of credits vs. # of students.

Other Issues/Concerns:

  • Keeping OW studentsengaged because of poverty issues; mental health issues and lack of supports.
  • Wide range of abilities must be managed in the classes; from workplace to university level.
  • Undiagnosed learning disabilities and lack of access/funding for psychological testing.
  • ONSIS
    • Not picking up all credits being granted.
    • Data entry of "mature" students status is onerous and not always 100% correct.
    • PLAR should be showing up on ONSIS report.
    • Administrative accuracy of information is very time consuming.
    • Online databases do not interface well -- many errors are generated. (markbook, trillium, eSIS)

  • OSR's
    • Storage of so many OSRs for adults is becoming an issue.

3. Discussion regarding report cards
  • Report card is too many pages. CESBA is looking into making changes for adult environment.

4. Discussion regarding OLC40
  • We need a distance format for OLC. This is now available as an online course!!!

5. Karen Sklash - projects she is working on currently with the Ministry of Education.
  • First Language Challenge. She is looking for boards who are willing to pilot test these assessments.
    • Please contact her if you are willing to participate.
  • 9/10 assessment pilot -- five boards currently working on these. We will be wrapping up the pilot at the end of February and she may have materials to provide to everyone after that date.
  • Field test of reporting. Looking at a one page cumulative tracking sheet for the 11/12 equivalency/challenge which will be positively received.
  • Reporting mature PLAR to ONSIS.
  • ONSIS - CESBA school improvement project -- looking at qualitative and quantitative information to be used in school improvement plans.

6. David Mowat - Ontario Adult Literacy Curriculum Framework
  • LBS
  • Highlights curriculum delivered to 1 - 5 pathways providing further education in apprenticeships; credit programs and post secondary programs.
  • It includes five competencies including Find and Use information. This is broken down into 3-6 task groups. eg. Extract information from films, broadcasts, etc. and then broken down into the 3 levels of essential skills.
  • roll out in January and will look different in every board.
  • At what level does the student move into credit programming? We need to investigate this....currently level three students are ready to move into credits.